本文感念楊深坑教授對於教育學體系建構的用心探究，希望理解與闡釋楊老師在教育學術體系上的研究成果，包括探究教育學方法論的規範性與描述性以及教育理論與實踐的關係，解析教育研究中的價值中立問題以及當代科學理論發展及其對於教育學的啟示，批判實徵主義取向之經驗分析教育學的不足以及闡釋精神科學教育學與當代詮釋學研究重點，進而提出教育現象之科際整合研究，作為當代教育學體系建構之前瞻，開啟臺灣學者對於教育學及其方法論的新視野。楊深坑教授持續探討詮釋學與精神科學教育學、經驗分析科學與實驗教育學、批判理論與批判教育科學以及耶爾蘭格學派之科學建構論等，對於教育學科的發展進行嚴謹的分析、省思和批判，樹立臺灣學術界對於教育學探究的重要里程碑。本文據以提出楊深坑教育論著之主要啟示：教育學體系建構之回顧、教育學術發展之智識史探究以及教育現象之科際整合研究等，資以前瞻未來全球化脈絡中的本土化教育學體系之建構。

This paper is written for the purpose of expressing gratitude to Professor Shen-Keng Yang for his diligent exploration of the construction of the pedagogical system, and hopes to understand and explain his research achievements, including his exploration of the normative and descriptive nature of pedagogical methodology and the relationship between educational theory and practice; analysis of the problem of value neutrality in educational research and the development of contemporary scientific theory and its enlightenment to pedagogy; criticisms of the deficiencies of empirical-analysis pedagogy in positivism approach; illuminations on the research focus of Geisteswissenshaften pedagogy and contemporary hermeneutics; and proposal of the interdisciplinary integration research for educational phenomenon, as the foresight of the construction of the contemporary pedagogy system that which opened up new horizons for Taiwanese scholars in the field of science of education and its methodology. Professor Yang continued to discuss hermeneutics and Geisteswissenshaften pedagogy, empirical-analysis science and experimental pedagogy, critical theory and critical education science, and the scientific constructivism of the Erlanger School. He also reflected on the development of science of education which established an important milestone in Taiwan's academic circles for pedagogy research. This paper puts forward the main inspirations of Professor Yang's educational works: a review of the construction of the pedagogical system, an exploration of the intellectual history of educational academic development, and an interdisciplinary integration research of educational phenomena for the future construction of a localized pedagogy system within the context of globalization.